ESS1– 1 Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes)
ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading); 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity
National Standards:
Inquiry- Abilities Necessary to do Scientific Inquiry; Understanding About Scientific Inquiry
Physical- Interactions of Energy and Matter
Technology- Understanding about Science and Technology
Social Perspectives- Natural and Human Induced Hazards; Science and Technology in local, national, and global Challenges
Context of Lesson:
This lesson continues working with earthquakes and goes over the homework on the types of waves created by them. It then transitions into how to measure the earthquakes paying particular attention to how a seismograph works. It will also go over the translation from seismograph to the richer scale. If there is time the students will do a mini-lab on modeling a seismograph before doing the homework on describing the operation of a seismograph.
Opportunities to Learn:
Depth of Knowledge
DOK 1- Perform a simple science process with a set procedure
DOK 2- Compare data collected; collect and display data; make observations
DOK 3- Form conclusions from experimental data
Prerequisite Knowledge
Wave types created by earthquakes as a review from the last lesson and for use in the mini-lab. Lab procedures.
Plans for Differentiating Instruction
Manipulation and visual representations of wave movements during earthquakes.
Accommodations and modifications
unknown
Environmental factors
Classroom lay-out in grouped lab tables, with chalkboard in front, teachers desk in one front corner and door in the other. Overhead and TV with VCR available to move for use on screen that pulls down in front of the blackboard.
Materials
paper, pencil, notebook, foldable (from last nights homework), cash register paper
Objectives:
-compare data from individual foldables and make changes/corrections based on group discussions
-gather new knowledge on measuring waves
-use this knowledge to complete mini-lab
-question issues of seismographs potential pitfalls
Instruction
Opening
-Daily Teaser
- review the use of foldables
-ask if there are questions on the topic of the foldable from last night
Engagement
-have them get into their lab groups of three to review their foldables and compare data they collected.
- ask questions on how they may measure the waves and collect the data during an earthquake, leading into the presentation of seismograph and richter scale information Sample Questions: how could you measure and S wave during an earth quake? Where would you want to be to measure it? How reliable do you think your data would be further away? closer? why?
-(if time) work through the mini-lab presented in their text on page 687, which is a physical manifestation on how a seismograph works.
Closure
-Relate possible problems with measuring waves in an earthquake using a seismograph.
-Go over the diagram on page 688 of their text and ask them to write a paragraph either explaining potential problems or how the mechanism works and why for homework.
Assessment:
-Foldable changes
-Mini-Lab readout
-Paragraph on Seismographs pitfalls or process
Lesson Title: Measuring Earthquakes
State Standards(GSEs):
ESS1– 1 Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes)ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading); 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity
National Standards:
Inquiry- Abilities Necessary to do Scientific Inquiry; Understanding About Scientific InquiryPhysical- Interactions of Energy and Matter
Technology- Understanding about Science and Technology
Social Perspectives- Natural and Human Induced Hazards; Science and Technology in local, national, and global Challenges
Context of Lesson:
This lesson continues working with earthquakes and goes over the homework on the types of waves created by them. It then transitions into how to measure the earthquakes paying particular attention to how a seismograph works. It will also go over the translation from seismograph to the richer scale. If there is time the students will do a mini-lab on modeling a seismograph before doing the homework on describing the operation of a seismograph.Opportunities to Learn:
Depth of Knowledge
DOK 1- Perform a simple science process with a set procedureDOK 2- Compare data collected; collect and display data; make observations
DOK 3- Form conclusions from experimental data
Prerequisite Knowledge
Wave types created by earthquakes as a review from the last lesson and for use in the mini-lab. Lab procedures.Plans for Differentiating Instruction
Manipulation and visual representations of wave movements during earthquakes.Accommodations and modifications
unknownEnvironmental factors
Classroom lay-out in grouped lab tables, with chalkboard in front, teachers desk in one front corner and door in the other. Overhead and TV with VCR available to move for use on screen that pulls down in front of the blackboard.Materials
paper, pencil, notebook, foldable (from last nights homework), cash register paperObjectives:
-compare data from individual foldables and make changes/corrections based on group discussions-gather new knowledge on measuring waves
-use this knowledge to complete mini-lab
-question issues of seismographs potential pitfalls
Instruction
Opening
-Daily Teaser- review the use of foldables
-ask if there are questions on the topic of the foldable from last night
Engagement
-have them get into their lab groups of three to review their foldables and compare data they collected.- ask questions on how they may measure the waves and collect the data during an earthquake, leading into the presentation of seismograph and richter scale information
Sample Questions: how could you measure and S wave during an earth quake? Where would you want to be to measure it? How reliable do you think your data would be further away? closer? why?
-(if time) work through the mini-lab presented in their text on page 687, which is a physical manifestation on how a seismograph works.
Closure
-Relate possible problems with measuring waves in an earthquake using a seismograph.-Go over the diagram on page 688 of their text and ask them to write a paragraph either explaining potential problems or how the mechanism works and why for homework.
Assessment:
-Foldable changes-Mini-Lab readout
-Paragraph on Seismographs pitfalls or process
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Unit Plan Page